Curso: Methods of teaching English as a Foreign Language Código: Guía Integrada de Actividades

Transcripción

1 Guía Integrada de Actividades Learning strategy context: This course is based on the task-based approach, Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. Some of its proponents (e.g., Willis 1996) present it as a logical development of Communicative Language Teaching since it draws on several principles that formed part of the communicative language teaching movement from the 1980s. For example: Activities that involve real communication are essential for language learning. Activities in which language is used for carrying out meaningful tasks promote learning. Language that is meaningful to the learner supports the learning process. 1 This course is divided into three units as they are three credits. This course is divided into three units as they are three credits. The units refer to specific knowledge fields about methods, approaches and designing of language teaching lessons. The first unit wants the student to get close to the historical approaches of teaching English and the first attempts to understand, analyze and classify the ways to teach a second or a foreign language. In the second unit, the knowledge about the communicative approaches and the language Arts approaches which represent a strong change in the way teachers were teaching the language. This knowledge is explored by the students, supported by the authors and material suggested in the course. The third Unit will face the student to current and Academic and professional approaches. In this way, the students will start to interpret the differences between new trends and propose new strategies and methods to innovate when teaching. 1 Van den Branden, Kris. (2010). Task-Based Language Education. 2 nd Edition. Cambridge University Press. London. May

2 Temáticas a desarrollar: Número de semanas: 2 weeks Fase de la estrategia de aprendizaje: Each student must answer the question below, in the Collaborative forum: 1. Talking about teaching methodologies, did you have bad experiences when learning English in school? 2. Do you consider that a teacher can use more than one English teaching methodology? Why? 3. Do you know about English teaching methodologies? If so, what s your favorite one? 4. What are your expectations about this course? Fecha: February 2 nd to 15 th Productos académicos y ponderación de la actividad individual Final PDF document sent by Evaluation environment. This document contains: Front page Questions and answers 20 points Initial activity: Previous knowledge Previous knowledge Momento de evaluación: Initial Actividad colaborativa* Students must answer meaningfully to at least three partners in the forum. Entorno: Collaborative Productos académicos y ponderación de la actividad colaborativa Four or more meaningful participations in the forum. 5 points 2

3 Temáticas a desarrollar: Número de semanas: 4 weeks Universidad Nacional Abierta y a Distancia UNAD - Vicerrectoría Académica y de Investigación - VIACI Fase de la estrategia de aprendizaje: Collaborative environment: The student will choose one of the methods or approaches from this moment (See course contents Unit 1: Historical approaches) and create a chart about its characteristics, weaknesses and strengths. Unit 1. Historical Approaches Fecha: February 16 th to March 15 th Momento de evaluación: Intermediate Productos académicos y ponderación de la actividad individual Word document posted in the Collaborative forum with the chart about one of the historical methods and approaches. Meaningful text is mandatory. Practical Environment: PDF Document with: The student will consult on internet (reliable sources) the Front page differences between Outline (also posted in Practical Approach Method and learning environment) Technique and present a onepage paper with this difference terms proposed. (Maximum 1 page). Findings and reflection about the and his own reflection about it. In the link, present the outline of the paper: Title, Author, Topic, Web References. Moment 1 Actividad colaborativa* The group will select one of the methods proposed by each student and propose an activity to be developed according to this one. Entorno: Collaborative and Practical Learning Environment Productos académicos y ponderación de la actividad colaborativa PDF document with all the methods charts (one by student) and the activity proposed by the group (one by the group). This document must be send in Evaluation environment. 3

4 Temáticas a desarrollar: Unit 2: Communicative and arts approaches Número de semanas: 4 weeks Fecha: March 16 th to April 12 th Momento de evaluación: Intermediate Entorno: Collaborative and Practical Learning Environment Fase de la estrategia de aprendizaje: Moment 2 Productos académicos y Productos académicos y ponderación de la ponderación de la actividad Actividad colaborativa* actividad colaborativa individual Each student should select one of the methods from the unit 2 (See course contents Unit 2: Communicative and arts approaches) and make a comparison between it and one of the methods proposed below and which has to been searched on Internet and complementary course resources: 1. Experiential language learning. 2. Notional-Functional approach. 3. Whole language approaches. 4. Multiple intelligences approach 5. Lexical approach. The comparison must be made in a chart, conceptual map or any other graphic organizer. Word document in the forum in Collaborative Learning environment, with: Comparison between the given method and the proposed one. Meaningful participation in the forum. The group will consolidate the graphic organizers in a final document in which the students must include a reflection about the aspects from these methods which they think are applied in UNAD courses. - What elements do you think UNAD uses in their courses and which are taken from these methods? Final PDF Document with all the individual graphic organizers and the group analysis about the UNAD methods. 4

5 Productos académicos y ponderación de la actividad individual Final product: In the link in Evaluation environment, the student must copy the link of the video. Practical Learning Environment: Each student must select a topic from an English lesson in any level (from beginner to advance) and present it by using the PowerPoint video presentation (See document: How to create a video from a PPT presentation) and present it by using elements or aspects from the methods chosen in the collaborative environment. In the practical learning environment, the student must provide the topic and the elements which are going to be used in the video elaboration. The video must be submitted to a video web page (i.e. Youtube or Vimeo) and share the link in Evaluation environment. 5

6 Temáticas a desarrollar: Unit 3: Current and academic approaches Número de semanas: Fecha: 4 weeks April 13 th to May 10 th Fase de la estrategia de aprendizaje: Productos académicos y ponderación de la actividad individual Moment 3 Momento de evaluación: Intermediate Actividad colaborativa* Entorno: Collaborative and Practical Learning environment Productos académicos y ponderación de la actividad colaborativa Each student must select a community of English learners in their living place and present its characteristics (age, economical status, etc) and learning needs and purposes. This selection must be sent in a word document in the forum in Collaborative learning environment. Word document posted in the forum, with: Front page Community description: Characteristics and learning needs. Each member of the group proposes to a partner the best method (taken from the Unit 3 contents) to be applied in his/her community, justification is necessary. This proposal must be done in the collaborative forum. Final document sent in the Evaluation environment, which contains: The community description The method proposed to a partner s community. The method the student had proposed by a partner. 6

7 Productos académicos y ponderación de la actividad individual Practical learning environment: Each student should select a video from a video web page (YouTube or Vimeo or other) in which there is an English lesson presented which has been developed following the guidelines of one of the methods seen in this unit (See Course contents Unit 3: Current and academic approaches). The link of this video must be posted in the link in Practical Learning environment. The student must present an analysis about this English lesson and its relationship with the chosen method. Video link in Practical learning environment. 10 points PDF document submitted in the Evaluation environment with: Link of the web video. Analysis about the use of the chosen method in the lesson presented in the video. 15 points 7

8 Temáticas a desarrollar: Methods of teaching English as a foreign language Número de semanas: Fecha: Momento de evaluación: Entorno: 12 weeks February 16 th to may 10 th Final Fase de la estrategia de aprendizaje: E-portfolio Each student must search a specialized article on the internet (only reliable sources). This article can be a result from a research project, a monograph, an expert s article or column, etc. This article must have aspects, elements or examples of elements from each one of the moments of this course (moment 1: unit 1; moment 2: unit 2; moment 3: unit 3). The student must write a paper with the article description, the relationship of the elements with the course content and his/her own position. This document must be sent in the link in Evaluation environment. Productos académicos y ponderación de la actividad individual PDF Document with: Front page Internet article link Article Description: title, author, context, topic, main idea, and year of publication. Relationship of the article with the elements of each course moment. Personal position: reflection, proposal, motivating doubts, experience reflections, etc. 55 points Actividad colaborativa* Evaluation environment Productos académicos y ponderación de la actividad colaborativa 8

9 Evaluación final por POA en relación con la estrategia de aprendizaje: Número de semanas: Fecha: Momento de evaluación: Entorno: The student will select one of the cases posed below and will select one of the methods or approaches seen during the course, in order to develop a lesson plan for a functional English Language topic: Prom 2014 from a private country school in an exclusive northern area in Bogotá: The school has the status of bilingual school and the scholar day lasts 8 hours. The class group is 19 students. A group of Indigenous students who belong to a shelter in the department of Vaupés. Students receive one hour of English and one hour of Spanish every day. The group is 23 students are aged from 9 to 14 years. A course in fourth grade in a public elementary school located in the urban area of a municipality in Santander. The group is 32 students who receive 4 hours a week of English class. 2 siblings: 10 and 13 years old. They receive particular English lessons because their parents want to stele down in an English speaker country in more or less two years. The students receive 2 hours of English class, every third day at home. Productos académicos y ponderación de la actividad individual After choosing the case to work with, the student must present a document with these characteristics: - Title page. Student s information. (1 page) - Case selection and justification of this selection. (1 paragraph) - Functional Topic and method or approach to face this case. Justification of topic and method selection. (1 paragraph) - Concept Map about the method selected (concepts, characteristics, etc.) (1 page) - Lesson plan according to the template given. (1 page) - Conclusions and / or recommendations. (1 page) 1 9

10 Lesson plan Template: Moment Description Objective Resources Time (Division (What does (What does (What does (how long teacher the teacher the teacher the teacher would each thinks for the do? what expects from need to moment class: do the this part of reach these last?) warming-up, students his/her objectives?) presentation, do?) class?) production, etc.) 10

11 Planeación de actividades para el desarrollo del trabajo colaborativo De acuerdo a los lineamientos que componen el principio de acción responsable, los estudiantes pueden diseñar un plan de trabajo a partir de la reflexión analítica de la agenda de actividades, el plan de evaluación, las guías y las rubricas entregadas para el desarrollo de cada actividad academice. Diseñarán una propuesta para la planeación de su trabajo colaborativo, que responda a la particularidades y necesidades de la estrategia de aprendizaje basado en tareas que movilice la estrategia que se va a utilizar. Roles a desarrollar por el estudiante dentro del grupo colaborativo A cada integrante del equipo se le da una responsabilidad para el cumplimiento de una tarea. Se recomienda crear dentro del equipo de 5 estudiantes un proceso de generación de normas de convivencia al interior del grupo, así como distribuir roles de: (a) Líder: Dinamizador del proceso, quien se preocupa por verificar al interior del equipo que se estén asumiendo las responsabilidades individuales y de grupo, propicia que se mantenga el interés por la actividad. (b) Comunicador: responsable de la comunicación entre el tutor y el equipo. (c) Relator: Responsable de la relatoría de todos los procesos en forma escrita. También es responsable por recopilar y sistematizar la información a entregar al tutor. (d) Utilero: Responsable de conseguir el material y/o las herramientas de acuerdo a las necesidades del equipo para el desarrollo de las actividades y/o procesos. (e) Vigía del Tiempo: Controla el cronograma de tiempo establecido, y es responsable porque el equipo desarrolle las diferentes actividades dentro 11 del tiempo pactado. Roles y responsabilidades para la producción de entregables por los estudiantes Para la entrega de todos los productos solicitados en el curso debe tener presente lo siguiente: 1. Si el estudiante ingresa tres días antes del cierre de la actividad y/o realiza menos de tres participaciones en el foro no se le otorgará el puntaje de participación en trabajo colaborativo. 2. No se reciben trabajos enviados a espacios diferentes al creado para tal fin. 3. No se calificarán trabajos enviados fuera de la fecha y hora de cierre de las actividades establecidas en la agenda del curso.

12 Recomendaciones por el docente: All activities must be developed in accordance with the dates mentioned in the Agenda of the course. The student must meet all learning environments and express your concerns promptly. All documents must be written in English. Student should ask the teacher any doubt about the development of any activity before sending the final product. Uso de la norma APA, versión 3 en español (Traducción de la versión 6 en inglés) To consult the APA Style, please check the following link: Políticas de plagio: Qué es el plagio para la UNAD? El plagio está definido por el diccionario de la Real Academia como la acción de "copiar en lo sustancial obras ajenas, dándolas como propias". Por tanto el plagio es una falta grave: es el equivalente en el ámbito académico, al robo. Un estudiante que plagia no se toma su educación en serio, y no respeta el trabajo intelectual ajeno. No existe plagio pequeño. Si un estudiante hace uso de cualquier porción del trabajo de otra persona, y no documenta su fuente, está cometiendo un acto de plagio.ahora, es evidente que todos contamos con las ideas de otros a la hora de presentar las nuestras, y que nuestro conocimiento se basa en el conocimiento de los demás. Pero cuando nos apoyamos en el trabajo de otros, la honestidad académica requiere que anunciemos explícitamente el hecho que estamos usando una fuente externa, ya sea por medio de una cita o por medio de un paráfrasis anotado (estos términos serán definidos más adelante). Cuando hacemos una cita o un paráfrasis, identificamos claramente nuestra fuente, no sólo para dar reconocimiento a su autor, sino para que el lector pueda referirse al original si así lo desea. Existen circunstancias académicas en las cuales, excepcionalmente, no es aceptable citar o parafrasear el trabajo de otros. Por ejemplo, si un docente asigna a sus estudiantes una tarea en la cual se pide claramente que los estudiantes respondan utilizando sus ideas y palabras exclusivamente, en ese caso el estudiante no deberá apelar a fuentes externas aún, si éstas estuvieran referenciadas adecuadamente. Para mayor información visitar el siguiente link: 12